This study uses log-file data to investigates how chemical process plant employees interact and engage with two distinct learning analytics dashboard designs, which are implemented in a virtual reality simulation-based training environment. The learning analytics dashboard designs differ by reference frame: the progress reference frame, offers historical performance data as a point of comparison and the social reference frame offers aggregated average peer group performance data as a point of comparison. Results show that participants who receive a progress reference frame are likely to spend less time reviewing their dashboard than those who receive a social reference. However, those who receive a progress reference frame are more likely to spend more time reviewing detailed task feedback and engaging with the learning analytics dashboard.
CITATION STYLE
Gallagher, T., Slof, B., van der Schaaf, M., Toyoda, R., Tehreem, Y., Fracaro, S. G., & Kester, L. (2022). Comparison with Self vs Comparison with Others: The Influence of Learning Analytics Dashboard Design on Learner Dashboard Use. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 13647 LNCS, pp. 11–21). Springer Science and Business Media Deutschland GmbH. https://doi.org/10.1007/978-3-031-22124-8_2
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